Title: Catawba County Schools Writing Plan
1Catawba County Schools Writing Plan
2 Components of the Writing Plan
- NCSCOS Objectives
- Essential Questions
- Activities/Strategies
- Resources
- Assessment
- Rubric
- Writing Products
- Portfolios
3- First Grade Writing Genres/Products
- Personal/Imaginative Narratives
- Journal Entries
- Informational Paragraph
- Friendly Letters
- Poems
- Cloze Sentences
4Turn and Talk
- Sit knee to knee.
- Quickly choose who will go first.
- Partner 1 talks.
- Partner 2 talks.
- Speaker speaks loudly and clearly.
- Listener listens with a calm body.
- Everyone takes responsibility for their own
listening.
5What must the young writer be able to do when
he/she writes?
6The Writing Process
- Prewriting
- Drafting
- Revising
- Editing
- Publishing
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8Anatomy of Writers Workshop
- Connection
- Teaching
- Active Engagement
- Link
- Writing
- Mid-workshop teaching point
- Confer
- After the Workshop Share
9 Recommended
Curricular Calendar
10Connection
- Links what has been done to what is expected to
be learned in the present lesson - May serve as a quick review of previous learning
- Explicitly name what will
- be taught/learned
11What do you need to know before planning a mini
lesson?
- What is easy for the writer to do?
- What is hard for the writer to do?
- What do you expect the writer to do ?
- What do you expect to do for the writer?
- -Linda Dorn, 2002
12 Teach(Mini-lesson)
- Has a Clear Objective - Teaching Point
- States the Purpose Explicitly
- Teacher Models Demonstrate
- May Provide Guided Practice
- Explains and Gives Examples
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14 Active Engagement
- At the end of the mini-lesson students are given
the opportunity to try-out the lesson through
sharing with a partner - At times students may watch other students trying
something out
15Link
- Before sending student off to write
independently, restate the teaching point and
encourage students to use the skill taught in the
mini-lesson in their ongoing work for the day.
16 Writing Time
- Students write
- Teacher confers with individual students or small
groups
17Personal Narrative
18Descriptive Writing
19Report on an Animal
20Cloze Sentences- Character Sketch
21Writing in Math
22(Mid-workshop teaching point)
- Sometimes you will find it necessary to stop
and teach/re-teach a concept/skill during the
writing workshop- this will be necessary when you
are seeing several children struggling with - the same issues
23Conferring
- The teacher may meet with students individually.
- The teacher may meet with small groups of
students with similar needs - The teacher takes the time to record her
compliment and teaching points
24Conferring The Compliment
- The teacher looks for something that the student
is trying to use in his/her writing. - The teacher uses specific language to compliment,
I am going - to compliment you for.
25 ConferringTeaching Points
- The teacher looks for what the student knows.
- The teacher looks for what the student needs to
know next - The teacher asks herself what is the most
important thing that she can teach this student
next? - The teacher must decide how she is going to teach
the child
Conferences are conversations, not interrogations
26Sharing
- Students return to same place that they were for
the mini-lesson. - The teacher may decide to restate the teaching
point of the mini-lesson and share examples of
student work. - The teacher may decide to
- introduce a new writing
- behavior that was observed.
- Students are given opportunities
- to share their work
27Lesson OneBegin with the Whole
- We dont begin by breaking the process of
writing down and asking children to do just one
small part of the process. We believe it helps
learners to have an image of the whole thing
theyll be trying to do, even though it can feel
ambitious to show them the whole thing and say
Get started doing this - -Lucy Calkins, 2005
28Writers Workshop Times
- Gather on the carpet (2 minutes)
- Mini lesson (7-10 minutes)
- Write (25-35 minutes)
- Confer (while students write)
- Share (3-5 minutes)
29Lesson OneGather on the carpet
- Dont worry about assigning partners the first
day. - Designate an area for students to gather.
30Lesson OneSet the Purpose for Writers Workshop
- We are going to write books like the authors of
the books we like to read. - We will write songs like the ones we sing.
- We will write letters.
- We are all going to be authors.
31Why write?
- List all of the examples writing that people do
on a daily basis - Laws
- Emails
- What else?....
32Writing is all around us
33Lesson One Connection
- Explain that every day students will work in a
writers workshop and that it will always begin
with a meeting. - Share that they will become writers.
34Lesson One Teaching
- Show how you go about choosing a topic you know
and care about. - Think aloud. Highlight the kind of thinking that
you hope the students will do.
35 Lesson One Sketch
- Show how you are thinking about your story.
- Make your sketch simple.
- Show your whole idea and then separate it into
parts. -
36Lesson OneLabel the Sketch
- Label the parts that are important to the story.
- Expect students to try even if they do not know
enough about graphophonics to do as - the teacher does.
37sledding
freezing
earmuffs
toboggan
scarf
mittens
hill
snow
boots
Illustration retrieved from www.jmeacham.com/
38 Lesson OneThe teacher restates what she
did in the mini-lesson
- A writer thinks in his head about something he
enjoyed or was important. - Then he sketches it quickly.
- Then he labels the parts of the sketch
- that are important.
39 Lesson OneActive Engagement
- Have students close their eyes.
- Have students think of something that they have
done recently or something that they do often. - After a moment, have students open their eyes and
tell someone sitting - next to them what they might
- write about (Turn and talk).
40 Lesson OneMaking a Link
- Let students know that they will be thinking of
something they know about or happened - Students can write by sketching and writing
41 Lesson One The Teacher Passes
Out Paper
- Have paper ready.
- Have one sheet and one pencil for each student.
- Be prepared with a system
- to pass out paper quickly.
42Lesson One Practice
- Close your eyes, think of something that you
would like to draw and write about. - Turn and talk to someone about your story.
- Sketch your story.
- Label the important parts.
43Lesson OneThe teacher confers as students write
- Conferring is the heart of teaching writing.
- Students will learn to write for longer periods
of time as they become more experienced.
44Lesson One Share
- Options for sharing
- Authors Chair
- Partners
- Small Groups
- Authors Tea (parents)
- Writing Cafe
- Praise and celebrate
45 Lesson OneDemonstrate How to Put
Away Writing
- Tell students that everyday they will keep their
work in a folder. - For the first day, have a place that students can
quickly put their folder - Instruct students to
- come to the carpet.
46Lesson OneOn the Carpet-Celebrate
- Share one or two students work.
- It may not be necessary to highlight the entire
work. Focus on the part that needs to be
emulated. - Make the students know
- that writers workshop
- is special.
47Turn and Talk
- Identify the key points to remember in this
lesson. - Why start with the whole lesson first?
- What happens in each part of the lesson?
48The Mini-Lesson, Lesson Two
- Focus on what happens in the mini-lesson.
- Today, and everyday, we will start the
writers workshop with a mini-lesson. In a
mini-lesson, I will remind you what we have been
doing in writing and then I will tell you what
well learn today. - -Lucy Calkins, 2005
49Predictable Charts
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51Creating Class Big Books from Predictable Charts
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59Class books with Content focus
60Labeling
Interactive Writing Sharing the Pen
61Buzz Books
62More Buzzing
63- Here are some more Buzz Book topicsWhat did
you eat for breakfast?How old are you?Will
you stay home or go away for the holidays?Name
some green things.What begins with T?Tell me
a joke.Let's play hangman. (Use a student's
name or sight word.)Tell me about the
Pilgrims.Name something smelly.What can you
see on a farm?Bears have....Let's write a
story! (Teach story elements first.)Let's label
the room.How do you make a sandwich?How do
you get to the cafeteria? Give me the
directions.Name something slippery.Name
something sweet.If you had 100, what would you
buy?Let's write! - (Use sentence patterns.)
- I am ____. I can _____.
- I see _____.The ___ is ____. I like to
_____. - The possibilities are endless!
- Be creative..... and watch them write!
64 Lesson TwoRevisit the Procedures of
Writers Workshop
- Remind student of what occurs in the mini lesson
- Have a students sample from Lesson One ready to
share - Celebrate
65Lesson Three-What Do You Do When You Think That
You Are Done?
- Students will work beyond when they first
consider themselves finished. - Students will add more to their picture or words
or start a new picture.
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67Confidence
- Recognize that it is scary to begin.
- Be prepared - have your materials on hand.
- Turn and Talk
- What are the things you fear
- most with beginning the
- Writers Workshop?
68Anchor Charts
- Aids teacher and students in remembering
procedures and expectations - Added to during the year
69Activity
- Break up into groups of 3-5
- Brainstorm a list of Launching Lessons titles
- Put them in order
70What materials/resources do I need to begin
Writing Workshop in my classroom?
- Student notebooks
- Student portfolios
- Writing Mini-offices
- Publishing Center
71Plan
- How will you launch Writers Workshop?
- What will you do to help others learn about this
important unit? - Turn and talk.
72Modeled Writing
Predictable Charts Mini Lesson writing
Predictable Charts Morning Messages Buzz Books
73Interactive Writing
Morning Messages Kinder Interactive
Writing JMeacham's Interactive Writing Pre-K
morning messages Meacham Morning Messages Buzz
Messages The K Crew
74 Mini- Offices
Teaching Heart writing mini offices Reagans
Kinder Bears JMeacham's Mini Offices
75Other useful online resources
Shape Book patterns Little Giraffes Kinder by
Kim Hubbard's Cupboard Balanced Literacy
Interactive writing Writing Genres
76- Questions ????
- How to I get access to the writing plan?
- What materials and resources will be provided?
- What about portfolios?
77Portfolios
- Individual Writing Portfolios will be kept on
each student - At least one final product for each nine week
will be selected for inclusion - A variety of writing genres must be
- represented in the portfolio
78 Time
- Children should leave the first grade having
spent countless hours with pens and markers in
hand and paper in front of them making all the
decisions someone who writes has to make. - -Katie Wood Ray, Lisa Cleveland, 2004
79- Woulda Coulda Shoulda
- by Shel Silverstein
- All the Woulda-Coulda-Shouldas
- Layin in the sun,
- Talkin bout the things
- They woulda-coulda-shoulda done,
- But those Woulda-Coulda-Shouldas
- All ran away and hid
- From one little did.
80Be fruitful and multiply
81References
- Calkins, L., and L Memmelstein. 2003. Launching
the Writing Workshop. Portsmouth, NH Heinemann. - Dorn, L J, and C. Soffas. 2001. Scaffolding
Young Writers A Writers Workshop Approach. - USA Stenhouse.
-
82References
- Healy, J. 1994. Your Childs Growing Mind. New
York, NY Doubleday. - Ray, K W, and L Cleveland. 2004. About the
Authors, Writing Workshop - with Our Youngest Writers.
- Portsmouth, NH. Heinemann.